• If you are citizen of an European Union member nation, you may not use this service unless you are at least 16 years old.

  • Work with all your cloud files (Drive, Dropbox, and Slack and Gmail attachments) and documents (Google Docs, Sheets, and Notion) in one place. Try Dokkio (from the makers of PBworks) for free. Now available on the web, Mac, Windows, and as a Chrome extension!

View
 

Express

Page history last edited by PBworks 10 years, 1 month ago

Inquiry Phase: Express

At the beginning of the Express Phase, a student may ask:

  • What type of product or presentation will allow me to present my conclusions and evidence
    effectively to the intended audience?
  • What technology will help me create a product or presentation?
  • How will I get help to revise and edit my product?

 

INDICATORS

  • Uses writing process to develop expression of new understandings.
  • Creates products and communicates results in a variety of formats.
  • Uses standard language and citation conventions.
  • Uses technology tools to create products.
  • Develops strategies for revision.
  • Develops creative products to express ideas and information.

 

Before moving to the Reflect Phase, a student may ask:

  • Have I organized the product/presentation to make my major points and present convincing
    evidence?
  • Does my product/presentation fulfill all the requirements of the assignment?

 

AASL Standards for the 21st Century Learner

  • STANDARD 1: Learners use skills, resources, & tools to inquire, think critically, and gain knowledge.
    • Skills
      •  1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry.
    •  Responsibilities
      •  1.3.4 Contribute to the exchange of ideas within the learning community.
      •  1.3.5 Use information technology responsibly.

 

  • STANDARD 2: Learners use skills, resources, & tools to draw conclusions, make informed decisions, apply knowledge to new situations and create new knowledge.
    •  Skills
      •  2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.
    •  Dispositions in Action
      •  2.2.4 Demonstrate personal productivity by completing products to express learning.

 

  • STANDARD 3: Learners use skills, resources, & tools to share knowledge and participate ethically and productively as members of our democratic society.
    • Skills
      •  3.1.1 Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning.
      •  3.1.2 Participate and collaborate as members of a social and intellectual network of learners.
      •  3.1.3 Use writing and speaking skills to communicate new understandings effectively.
      •  3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess.
      •  3.1.6 Use information and technology ethically and responsibly.
    • Dispositions in Action
      •   3.2.1 Demonstrate leadership and confidence by presenting ideas to others in both formal and informal situations.
    • Responsibilities
      •  3.3.3 Use knowledge and information skills and dispositions to engage in public conversation and debate around issues of common concern.
      • 3.3.4 Create products that apply to authentic, real-world contexts.
      • 3.3.5 Contribute to the exchange of ideas within and beyond the learning community.
      • 3.3.7 Respect the principles of intellectual freedom.

 

  • STANDARD 4: Learners use skills, resources, & tools to pursue personal and aesthetic growth.
    • Skills
      •  4.1.7 Use social networks and information tools to gather and share information.
      • 4.1.8 Use creative and artistic formats to express personal learning.
    • Self-Assessment Strategies 
      •  4.4.5 Develop personal criteria for gauging how effectively own ideas are expressed.

 

 

Inquiry Process            Connect            Wonder           Investigate            Construct           Express            Reflect

 

From the New York City School Library System – Information Fluency Continuum

Comments (0)

You don't have permission to comment on this page.